Kemp Design Model Instructional Design Theory
study, for each of which the teacher explicitly expresses the general statement of purposes.
2 Enumerating the important characteristics of the learners
According to Kemp, teacher should recognize and respect the student as individual learner. Even ideally each person should be assisted in pursuing
learning at his or her own pace and with his or her own selection of learning experiences and materials. Knowing the learner characteristics, the teacher must
obtain information of the learners’ capabilities, needs, and interests. There should affect the emphases in instructional planning, including the information the
determination of the topics and the level at which topics are introduced, the choice and sequencing of objectives, the depth of treatment, and the variety of learning
activities. 3
Specifying the learning objectives This step is specifying the learning objectives to be achieved in terms of
measurable student behavioral outcomes. Kemp states that this part is the difficult part but it is essential. Learning objective is concerning with learning as the
outcome of instruction. Learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that will best promote learning.
Objective tell students what goals they must attain, what ideas and skills will be included in the upcoming instruction, and what types of behavior will be expected
during evaluation
4 Listing the Subject Content
Subject content comprises the selection and organizing the specific knowledge facts and information, skills step-by step procedures, conditions,
and requirements and attitudinal factors of any topic. In selecting subject content, Kemp offers four questions. Those are: What specifically must be taught
or learned in this topic? What facts, concepts, and principles relate to this topic? What steps are involved in necessary procedures relating to this topic? And what
techniques are required in performing essential skills? When content is being selected, consideration might also be closely related to the objectives and the
students’ needs. 5
Developing pre-assessment This assessment is to determine the students’ background and present a
level of knowledge about the topic. In order to plan learning activities for which students are prepared and at the same time on things they already know, Kemp
suggests to find out specifically to what extend each student has acquired the necessary prerequisites for studying the topic and what the student may have
already mastered about the subject to be studied. By the pre-assessment, he added, the objectives of student may have already achieved.
6 Selecting teachings learning activities and instructional resources
This will treat the subject content so students will accomplish the objectives. In selecting teaching learning activities and instructional resources,
Kemp argues that there is no formula for matching activities to objectives. Teachers need to know the strengths and weaknesses of alternative methods and
of various materials. Then they can make their selections in terms of the student characteristics and needs that will best serve the objectives they have established.
7 Coordinating such support services as budget, personnel, facilities, equipment,
and schedules This activity is to carry out the instructional plan. According to Kemp, the
support services required to implement the design plan are: budget, facilities, equipment, time, and schedules and coordinating with other activities. He adds,
there are many interrelated elements in any instructional situation, and each needs careful consideration during the appropriate planning step. Support services must
be considered at the same time instructional plans are being made and materials being selected. In addition, consideration must be given to coordinating the
planned program with other operational aspect of institution student’s schedules, guidance services, and so forth
8 Evaluation
Evaluating students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that
need improvement. Kemp argues that evaluation is the payoff step in the instructional design plan. The teachers are ready to measure the learning outcomes
relating to the objectives. The objectives indicate what the evaluation should be. By stating them clearly, teachers have assured measuring directly what they are
teaching. At present, he adds, most teachers prepare a final examination for a topic, unit, or course as the teaching time draws to a close. The teacher usually
then develops essay or objective questions that refer to the subject content covered in the course or unit, making little reference to the objectives.
Figure 1: Kemp’s Instructional Design Model Kemp, 1977: 9
According to Kemp, the plan is a flexible process. There is interdependence among the eight elements; decisions relating to one may affect
others. The planners can start with whichever element they are ready to start with and then move back and forth to the other steps. The sequence and order are the
planners’ choice.